1.2 2.3 Children should be raised in positive circumstances by providing safe and caring environments. Parents or carers who fail to protect or care for their children could be to court and the child be then removed and placed in care. Wider forms of safeguarding also include risk assessments such as providing a safe environment inside and outside a school setting. Adhering to school policies, procedures and legistrations i.e. health and safety, fire drills and missing children.
If, following assessment of this intervention, further help is needed; it may be decided to refer the child for an assessment by the Education Psychologist who can provide advice to the school on strategies to help the child. If the child still does not make progress, the school may decide to make a request to the Local Authority to carry out a Formal Statutory Assessment of the child’s special educational needs. This could provide extra funding for support and resources specifically for the child.
(M1) Discuss how policies and procedures help children and their families. A set of policies are principles, rules and guidelines formulated by an organization to reach and maintain a set of long term goals. These are normally published or placed in another form that allows for them to be wildly accessible to other organizations that will then also adopt them. By following the procedures of the policies will ensure that a point of view is held and will result in understandable steps to follow that view. When relating to the policies that affect the safety and lives of children and young people, these normally focus on guidelines on keeping young people away from dangers and reaffirming their chance of having positive lives.
3. Equality and Diversity Policy and procedure. 1.2 This legislation and policies provides a framework to ensure that people with learning disabilities are treated with respect and dignity without violation of their civil and basic human rights. 2.1 The Department of Health, in Valuing People (2001), defines “Learning Disability” as: • Significantly reduced ability to understand new or complex information, to learn new skills • Reduced ability to cope independently which starts before adulthood with lasting effects on development. Learning Disabilities can also be defined as a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information.
The DDA defines a disabled person as someone who has a physical or mental impairment which has a substantial and long term adverse affect on his or her ability to carry out normal day to day activities. There is a duty under DDA that disabled pupils are not discriminated against and so seek to promote equality of opportunity between disabled and non-disabled pupils. Each of the four nations has their own legislation to make sure that children with specific needs are assessed and have their needs met in the most appropriate way. In Scotland this is the Disability Strategies and Pupils Educational Records (Scotland) Act 2002 and the Education (Additional Support for Learning) (Scotland) Act 2004. Under this legislation, a child is seen as having additional support needs if for any reason they would benefit from extra help with their learning.
'Questioning enables teachers to check learners' understanding. It also benefits learners as it encourages enitgagement and focuses their thinking on key concepts and ideas.' (Kyriacou 1995 in Desforges 1995, pg. 126) I am of the opinion that the idea children should work in mixed ability groups is not always a viable option. I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating.
The first area changes were in is evaluation and curriculum. In this area, the IDEA amendment stated a child’s IEP should provide an explanation the modifications used so the child can participate in state and district-wide assessments. The evaluation and curriculum area also stated that disabled students should have admittance to the general education core curriculum; parents should be informed about their child’s educational growth, provide consent and help determine the need for evaluations or reevaluations, and help make placement decisions; the IEP should discuss positive strategies to deal with behavioral issues; and a general education teacher should participate in IEP meetings of students who take part in general education classrooms. The next area with changes is procedural safeguards. These changes include: providing information to parents in a comprehensible manner, parents have access to all records relating to their child, and preserve the due process safeguard and mediation resource when needed.
Giving children a safe, nurturing environment in which they are able to learn how to use the tools required to build resilience is paramount. Strategies such as being able to say no, strategies to calm themselves when they are feeling stressed or anxious, calm areas, a timer, a talk buddy, a sprint, writing in a diary are tools which can assist in this. There are many ways that we can support children's self-confidence. It is important to recognise, praise and reward, in line with school policy, their achievements however small, celebrating even the small successes. Likewise it is just as important to accept that getting things wrong is okay and to understand how we can learn from our mistakes.
This does not mean that parents have no rights to what happens to their child while they are at school but this allows school to guide student behaviors though discipline. This idea is called in loco parentis (pg. 378). This concept was once more important in schools than it is now but it has brought forth it idea that no matter the student, disabled or not, there needs to be a certain level of responsibility put on all students for their behaviors when they are at school. This would be a great chapter of the book for parents to read because it would help them to understand why the school is doing what it is doing.
It identifies any weaknesses in a student’s knowledge such as gaps and misconceptions the teacher would normally fail to notice. It will allow the teacher the ability to modify any lessons surrounding these misconceptions. It is very similar to a formative assessment since it allows the teacher to check on the student's progress and understanding. Through these interviews, the teacher can reduce misconceptions in the lessons and promote understanding of the curriculum which will help the student in their following academic